"I asked my students to prepare posters with qualities of a good worker. First, they prepared mini flashcards with the adjectives, then, they pasted them into the poster - assigning each adjective to one of the categories (Ethics, Excellence, Engagement). They had to discuss the ideas as they worked their way through the task."

“Rather than have the students making a classification of the adjectives/qualities of the person they think exemplifies good work, I had them writing on the board the words and then identifying levels of repetition and then making the classification.”

“I used the PPP facilitated by a colleague and added to the Learning Objective a list of success criteria since we at school use this scaffolding structure to show students the t+path to achieve the learning intentions. Additionally, I included a slide in the PPP that is presented to the students, a list of adjectives, which students found useful when they were told to describe a person who exemplifies good work. The lesson took two class sessions because at school, students are having other subjects, so homework is limited to 2 or 3 daily assignments. so I decided to use class time to give students the time to complete the worksheets and homework. I think this is rather useful, since, some of them were asking about clarifying some ideas, so I was able to give them support within the classroom. The 3Es video is really interesting, but at the very beginning the voice is quite soft, so I had to raise the volume. A the end of the session and after all students had submitted their answers in the student survey, I did revise the success criteria and learning objective. We had a brief discussion about the three components, which according to lesson 1.2 will be the beginning of the next session. So I think it was good to wrap it up with the success criteria revision to bridge their thinking with the next lesson.”

“We wrote the words shared by the students that exemplify the good work on the whiteboard. We then circled the words using different colour markers. For example, the words that represent excellence were circled with green. If a word fell into two strands, we used two circles with two colours.”

“"Opener: Students wrote the name of a person that exemplifies good work. This was done in silence and in a spiral notebook. The notebook will be the student portfolio. As a group: The students did brainstorm a list of qualities of a good worker, but silently and then on bulletin board paper. Complete activity: Students did write challenges to good work into their spiral notebooks or portfolios., Change to homework: We watched the 3Es video in class together. On day two the students watched the video. I divided lesson 1.1 into two days. Students did write in their spiral notebooks about three people they consider to be good workers. "

“"1) I am using a spiral journal notebook for each student instead of individual handouts. I anticipate that my students will need to have their lessons carefully organized in one place. 2) I provided a copy of the 1.1 lesson in both English and Spanish since some of my students have limited English. 3) I used large bulletin board paper for the students to brainstorm the qualities of a good worker. I made this adaption because I wanted to get an understanding of how strong and/or weak the students are in terms of a) talking with one another, b) penmanship, c) preference for English or Spanish, and d) if my students are introverts or extroverts. I also want to see if I could start on the very first day with a community-building activity as I like immediately working in pairs and small groups to build a classroom family."

“We used a PowerPoint presentation to engage students in the focused discussion. This is the very first conversation, so to get their attention we thought it would be good to have a visual learning tool.”

“We used a PowerPoint presentation to engage students in the focused discussion. This is the very first conversation, so to get their attention we thought it would be good to have a visual learning tool.”

“I found the lesson a bit long. It was difficult to finish all of it in 45 minutes. The last part of watching the 3 E's Video and the discussion could not happen. I had to set it up as homework. Also, the question what impedes good work could not be discussed in detail. I feel that the length of the lessons is long.”

“30 minutes is too much for the Introduction and Brainstorming - the students ran out of ideas so I decided to allow 5 min for identifying a person. I used Think- Pair -Share to debrief. The 10 min for listing qualities, we divided the paper with a line, horizontally in the middle, then on the bottom half on 3 columns they wrote the 3 Es and placed the qualities from above under the 3 categories. Instead of giving the handout as HW I decided it is better if they fill them out in class. In one class I tried groupwork, in the other I asked each of them to fill them on their own silently. I think both ways it could work if students are engaged, they loved the questions so they were engaged. I still have 2 groups to teach the same lesson. "

“I had to shorten the lesson because it was impossible to complete all the worksheets in 45 minutes of time and adapted the vocabulary for the students”

“"1. The adaptations which I made to the lesson were more in terms of what all I covered in class in our discussions. I did not read the two dilemmas (Stephens and James) to the class as suggested in the lesson plan as this would have taken away a lot of time from discussion. Instead, I had shared the two dilemmas with the class prior to the class by posting them in the Google Classroom. The students were expected to read the two dilemmas before coming to the class. 2. When in the class I spent time discussing the Stephens dilemma (it resonated a lot with me, as I face a similar scenario in school when it comes to awarding predicted grades). I shared my own perspective in order to model thinking for my students. We discussed the dilemma and I gave students James's dilemma to work on. 3. The other adaptation I made was that I did not use the See, Think, Wonder routine, instead I adapted the Step Inside routine. I felt while examining ethical perspectives, the Step-inside routine would be a better routine. See, Think, Wonder works better with visual provocations. ""

“I asked my students to read only one of the 2 dilemas each and then retell them to their partner in pairs. I did it because there is too much metarial for my ESL students I also let them answer only 3 questions on the worksheet."

“"I asked my students to read only one of the 2 dilemas each and then retell them to their partner in pairs. I did it because there is too much metarial for my ESL students I also let them answer only 3 questions on the worksheet."“

“I needed to resign from the second text, ( 2 long text to analyse for ESL students - a bit too much. I chose the firdt one - about grading as closer to their experience) I also needed to prolong the meeting to 60 min, as it was hard for them to grab the difference between "I see" and "I think" ( fact/ opinions)”

“"Time was a serious issue with this unit. Because of that I decided to select the dilemma that most closely relates to the students' context. I chose to discuss Stephen's dilemma and to filter it through the 3 Es. They recognised that Stephen did excellent work (they offered arguments) and he was engaged. In terms of ethics we had an enriching discussion. The students understood that grades should stand for knowledge/effort/quality but on the other hand if only one teacher values grades like this and does not inflate them, the students might suffer in the long run. If we define ethics as behaviour that impacts others positively than Stephen does not behave ethically. Although he tries to impact the work his students do, by teaching via grades the 3 Es being alone in an educational system that assesses students based on grades causes ethical conflict. "

“"In this class the material that we had to work on was too much and I ran out of time. I didn´t do one activity with my students, as I was told that I can eliminate something of the activities in case I want to be on time. The activity that I didn´t use is the one below: 4. Using the “See-Think-Wonder” routine, ask students to think about a time they encountered a dilemma or witnessed someone else struggling with a decision [15 minutes]. I did the activity in an other form, as a discussion. I chose not to be in groups and fill out the worksheet. ""

“"I prepared the cut out of the values for my students since the online value sort did not work on smartphones and my students wouldn't be able to do digitally during the class. I asked them to fill out the charts from the handouts and then back home they were supposed to fill out the pztools. Unfortunately, the pztools didn't reflect the division that we followed in class : ""values for work"", ""personal values"", ""peer values"". The instruction wasn't clear enough. Were they supposed to do the online sort based on ""values for work"", ""personal values"", ""peer values""? We discussed the statistics on the next lesson"

“As some students couldn't do the value sort tasks on their phones I gave them a choice to complete the forms in paper or on line, so now I have two different types of answers. I observed that for ss there were too many values to choose from but I didn't change that. However, I couldn' t allow them to discuss the choices in detail because there were so many answers. They worked individually and then explained their choices, I also shared my values to prompt students.”

“"Group B - The second group of ss that did the lesson today. There were only a few students - we did the same activities as the first group. To get them thinking about values and practice speaking since this is a speaking course, I added two activities. They talked about a quality that they thought was important in a friend. I connected that quality to the fact that it is a value to them. For example, a couple students said they want a friend who is reliable. So, reliability is a value to them. The second activity involve each student looking at two photos that they selected randomly from a set. They answered, What value is represented in the photo? or What value does the photographer have that they took that photo? Due to the fact that many students did not come to class because it was after midterms and many travelled home to see their parents, more modifications were made. There were only 6 students, so each student used Google Jamboard to sort their values, instead of using the online tool. The Google Jamboard allowed them to see others selections to, in other frames."

“"Group B class Around half of the students were absent last week so I redid Lesson 1.3 to make sure that they understood what values are and to make sure that they understood what the homework is. After the students' writing exercise in class on a person exemplifying the value, the students paired up and read each other's work. For discussion on values, I wanted to add another way of thinking, so I used stories, as seen in the talked about the play ""The Glass Menagerie"" and the characters in the story. I asked the students to think about what values influenced the decisions that they made.""

“"To get them thinking about values and practice speaking since this is a speaking course, I added two activities. They talked about a quality that they thought was important in a friend. I connected that quality to the fact that it is a value to them. For example, a couple students said they want a friend who is reliable. So, reliability is a value to them. The second activity involve each student looking at two photos that they selected randomly from a set. They answered, What value is represented in the photo? or What value does the photographer have that they took that photo? Due to the fact that many students did not come to class because it was after midterms and many travelled home to see their parents, more modifications were made. There were only 6 students, so each student used Google Jamboard to sort their values, instead of using the online tool. The Google Jamboard allowed them to see others selections to, in other frames."

“I got rid of the first value sort activity and concentrated on students’ values as opposed to the values of their peers- I needed to accommodate for a 45 min lesson”

“"There were no major adaptation made in this lesson. However, with the two separate groups with whom I am working I went about getting the value sort charts filled differently. With one group they used the value sort link to fill-up the three worksheets online and then share the links. Whilst with the other group of students I made them complete the three value sort worksheets in the editable pdf format which was shared with us. This was essentially due to the fact that initially with the group which filled the editable pdf's we were unable to work on the value sort link. As the facilitator, it was not very clear how to go about working with the tool. For example for each value sort a new link was required to be generated. The second group (which was smaller) we were able to manage things better so they used the online tool. I found the online tool more helpful because of the data it generated, which then led to a good discussion. In fact, the students wanted to try out the activity with there peers as well. We all found the value sort activity very engaging. It is just that the accompanying instructions could have been made clearer. "

“"First lesson we spent some time analysing the values, (the meaning of the phrases as well) - ESL class, I wanted to make sure they understand them correctly. Then I asked students to complete Value sort (pztools) at home, as we didn't have access to the computers at school plus I wanted to save time. Next lesson ( about 4 days later) we studied the results, compared the answers, discussed where the differences came from, etc. We also tried to think what was missing from the value card, which is important to us. Only then did I ask students to complete worksheets.""

“I thought that there were too many values to choose from, the result being a wide variety of values where most, if not all of the students answers were found in the top category and the bottom category. So rather than sticking to the discussion questions, I decided to define some of the values, and then have the students give examples. We then broke down how well we adhere to those values in our lives. After the discussion I asked the students to reflect on based on their actions, what do they really value.”

“"This was by far the most engaging of lessons where the focus shifted to the mission and the vision statement of our school. Given the history of the school and its mission statement, which was rather subversive given at that time India was not a free country. The students identified around the key words in the mission statement and much of the discussion was based around the present and whether the school has been true to its mission statement. Does it still hold? Or has the vision taken precedence over the mission. The only adaptation I made was to let the discussion be more free flowing and letting the students voice their thoughts without being judged. "

“We discussed overlapping and differentiating values within our class. This then expanded to a conversation about the ways that shared values are communicated within our school community and where this is working well and where it isn't working well. When I moved to discuss school mission the conversation lost energy as this felt a bit more abstract so we returned to more discussion about how values show up within our student community and how we might move our school community toward certain values. A great conversation!”

“"Today the major adaptation was using the Spanish version of 1.4. My students could choose to write in either Spanish or English. I used sticky labels (address labels) to quickly give the mission statement of our school. Each sticky label had one question. There were a total of five labels about our school mission statement, where we see the statement in action, etc. Target words in the mission statement are 1) Academics, 2) Accountability, and 3) Attitude. An adaptation that I made to the lesson was to have the students write in their journals or spiral notebooks before discussing as a small class. An adaptation I made as well as to have the students draw the rings of responsibility into their journals and label the rings. The only ring we brainstormed about and discussed together was Community. It is interesting that we confused the words community and group. Adaption Steps or Lesson Outline: 1. Started with questions on stickers posted in spiral notebooks or journals. Wrote answers in silence and alone. 2. Shared answers. 3. Drew the rings of responsibility and labeled the rings. 4. Targeted the ring of community. Wrote inside the ring all the communities or groups in which each student participates. The students confused group and community. They agreed that the two areas can be similar, the same, or different. 5. Completed the Spanish version worksheet of 1.4 titled El buen trabajo en mi comunidad. Students selected one community of all the ones that they had listed. Students documented their top 4 values and decided if the values of the community in which they participate are the same or different. "

“"Lesson 1.4 has three parts - Class values discussion, school mission discussion and explanation of the homework (community) Due to limited time and due to the fact that the class will have an end of semester oral presentation project that is based on the homework, I focused on the third part, an explanation of the homework (community). The school mission discussion will be done another time."

“"Second group of students that I did Lesson 1.4 with. With this group, I did not move the students or had them mix with other students, which I did with the first group. Lesson 1.4 has three parts - Class values discussion, school mission discussion and explanation of the homework (community) Due to limited time (a class project announcement and explanation needed to be made) and due to the fact that the class will have an end of semester oral presentation project that is based on the homework, I focused on the third part, an explanation of the homework (community). This was also because from previous experience, allocating time to explain the homework was needed The part about the school mission discussion will be done another time. "

“"I kept it very close to the content provided. I was able to have very interesting conversations one on one as students completed their content from this lesson. I did have to do this lesson over 2 class periods (2 weeks apart) "

“"I started the lesson by doing a recap of the 3 E's and in between whilst the students were working on the Jesse's dilemma I nudged them to connect it with the 3 E's. Also, I merged the Opportunities and the Obstacles part of the lesson. So when each group summarized their discussion and shared it with the rest of the class, they did highlight the obstacles and opportunities. I used reciprocal teaching in class for the first time and it do go well. What we did spend more time in was the Personal Examples of obstacles and opportunities. This was very engaging. Also, for the homework assignment I have asked the students to record their responses. "

“The second time I taught the lesson I wanted to facilitate connection between Jesse's story and their own life. At the end of the lesson I asked the students to call out the opportunities they have in their own school. (they listed the Harvard project among these which made me quite happy) I encouraged them to write a similar list at a personal level when they get home.”

“"With my colleague, we decided to gather in one worksheet activities 3 and 4, by using a different template, where students were told to think as superheroes. The template is shared in the folder with the resources created for all the lessons. I would suggest that the activity about obstacles and opportunities in activities 2 and 3 should be connected somehow with the prompt ""There is no I in Teams"". Because it seems no connection with the other activities. In the worksheet Obstacles and Opportunities about Jesse, in question 2, there are three questions more. the last one was quite challenging for students since it was confusing for them: How can he prevent these kinds of obstacles going forward? I suggest that this question should be reframed into a different question, such as ""What if""

“I created a google doc with specific questions for the kids to answer about obstacles and opportunities they encounter.”

“Due to lack of time - explaining the homework was shorter than demonstrated in the walk through video. It was the first lesson of the semester and there some students (2 or 3) so time was spent in introduction/orientation.”

“I gave obstacles and opportunities sheet as homework since it took us a lot of time to discuss in what ways obstacles can become opportunities”

“"Added a recap activity using sentence stems such as I learnt that good work means ..... I know the three strands of Good work, and they are ............. I consider the ........ value(s) most important in my work. Used different grouping techniques --- based on the birth month Each group's responses were recorded on post-its and displayed on a board for everyone to see. Students wanted to refrain from regrouping because they discussed the opportunity and obstacles in the first group discussion only. All students were given time to read the post-its at the end of the lesson. "

“Today's lesson was engaging and interactive. We modified the plan to accommodate the writing time required for the students. We continued with the same group who discussed opportunities and did not regroup the students to discuss obstacles in the Good work. This saved time as well as they were able to focus on their discussion.”

“"In this lesson the adaptation I did was rather than having a galley walk with the five dilemmas being displayed and the groups then choosing the dilemma to work on. I had shared the dilemmas in advance with my students so they get some time to reflect on them and come prepared to class in advance. This way I thought we would be able to build more time for some purposeful discussion around the dilemmas and then they could choose one of the dilemma for their groups. I used the same groups as the one which were made in Lesson 2.1. This way there was already a working relationship between the members of the team."“

“"Firstly, I only used four chalk talk dilemmas, not five. This was to help save time. Secondly, though not an adaptation by me. I observed that for the homework, rather than the students write a short essay of one paragraph. They just listed the problems others had regarding their own dilemma. I think it was easier for them this way.""

“We have replaced the word 'rape' with the word 'robbery' in the dilemma " To Print or Not to Print". As we found its a huge word to be used for students . Also we have used videos of failure and success of known person( e.g. Amitabh Bachchan , A.P.J Abdul Kalama)besides the video which is given in the lesson plan. we have given all the dilemmas in advance to read so that student could understand it thoroughly and we can complete the lesson within time .”

“"I did several adaptations to this lesson since my students gave me feedback in regards to the lessons: they are quite monotonous (dilemma reading, discussion, and worksheet). So I decided to change it a lot: 1. Famous Failures: I created a padlet for the discussion of the video. This padlet is shared in the resources and outcomes of this lesson, in the folder I will share with the researchers. 2. The Chalk Talk activity was adjusted: students get together in groups of five students. Each group receives a dilemma. I applied the reciprocal teaching strategy with the roles: Reader, Summarizer, Questioner, Clarifier, and Scribe. Each team has a cardboard, where students discuss and write their ideas on the following prompts: A. Summary of the dilemma set, which should include the 5Ws questions: Who?, Where? when? What are the decisions the main character should take? b. ""If you were the main character of the dilemma, what decision would you make? c. What is the impact of that decision? d. Has your choice embraced Good Work? Why? 3. Then, we went to the theatre and develop an Impro activity. This was the instruction: ""Based on the dilemma discussed in your team and the chart with the summary you did previously, create a 3 to 5-min role play with your group, to present to the rest of the class. Use visual aids and complimentary theatrical elements to assure a successful performance."" Students really enjoyed this activity of presenting a short play and also discussions were fantastic, since students were able to see their classmates acting and then reflecting about what decisions were better, always thinking under the framework of Good Work.”

“"The starter activity was a recap of the three strands of the Good work. After the class discussion and reflection of the Famous Failures, students were grouped as per their date of birth (1-6; 7-12; 13-18; 19-24; 25- 31). The printouts of the dilemmas were pasted in five tables. Students were asked to move to one table and complete the Gallery Walk. Instead of students reflecting on the initial dilemma, students were asked to pick any one dilemma which they could connect easily and complete the worksheet. "

“"We used only three of the five Chalk Talk Dilemmas. This is because my class is very small and we only had six students today. We used the dilemmas in both English and Spanish. I allowed for more than 5 minutes per dilemma or narrative because my students are limited English students. A big adaption or ""edit"" was that yesterday I prefaced the lesson by having the students research someone that is famous, historic, or popular that has experienced failure, but also has been successful. "

“As I wanted to instill the idea of role model per se as warm up I elicited potential role models for students. They mentioned Malala Y., Greta Tunberg, Emma Watson. Students discussed them. Then we switched to students' environment and people who inspire them. I had to shorten the exercises because of lack of time. We didn't discuss anti mentors.”

“In section one, where students are expected to write important messages they have learnt from mentors. Most students could not come up with the message, so I asked them to write out why they chooses that person as a mentor.”

“"Since I always need more time than suggested, I decided to cover only role models and class mission aspect. Yet, I needed to schedule those to 2 45 min periods. I also resighned from using a movie since it made everything to easy for my students. We first discussed the difference between a mentor and role model, then we tried to establish whether a role model has to be perfect. Then students worked in pairs or gruops and discussed their role models, comparing thir experiences ( parents as role models; teachers, favourite writers etc.) We/ they quite quickly realised that there are similarities, once they arrived at them I allowed them tomake their visual presentation the class 2.3 required. They really got engaged. Next lesson we went back to their values - I asked them to recall some and we arrived at an interesting thing - they remembered well only those related to school performace! So I decided to explore that aspect more - why it happened that way. Then I showed them the results in Value Sort and let them work on class mission. ""

“We ask students to bring pictures of their role models so that at the time of classroom reflection they can be involved in depth with the activity and so excellency in the objective can be obtsined.”

“I have brought my role model pic and tell students why do I inspire by him. Also told students to bring their role model pic in advance .lesson 2.3, activity 2 - Identifying Mission. When students have to identify someone who exemplifies the class mission, we told them that it can be someone from their life rather than from the class itself.This would help them connect with the mission and be mindful about the feelings of a classmate who may not be considered as an example.”

“We added in discussion about coaches. We defined mentor, role-model, anti-mentor and coach and discussed the different roles that each of these categories may play. We did not do the activity in the middle of the lesson plan on mission of the class. Our conversation about mentors, role-models (anti), and coaches was rich and we wanted to keep going with that.”

“In the anti-mentor section, I invited the students to talk about ACTIONS they didn't appreciate in specific people rather than identifying people they didn't look up to.”

“I shortened question 5 due to the lack of time. I set as an assignment a short speech based on the online texts "I believe in" to make it more attractive to students.”

“"Took out one of the discussion questions about Allison because students' mode of interaction writing on Miro, not speaking, The lesson 2.4 took 80 minutes plus 20 minutes last week."

“"I asked students to do the homework first - look and listen to the stories, evaluate them etc. Then in the clasroom students shared their stories paying special attention to the goal, aobstacles, ways of overcaming etc - decisionmaking process and its consequences. Then we looked at the aspect of the impact the decissins can have on the others. The last part of the lesson was about the way our roles, responsibilities and goals influence the criteria we use to decide. "

" I followed the activities as they were given in the lesson plan. However, in the first activity about reviewing the concepts, I modified it, by asking students to give a personal example of each of the concepts: Short-term goal, Career goal, Obstacles or challenges, and outcomes. I think this is a meaningful way for them to relate the concepts with their personal context. Also, due to lack of time, students were not able to complete the cartoon in the worksheet ""You be the judge""; however, they discussed their idea of how to complete it, in order to answer questions 3, 4, and 5. "

"I made one adaption for lesson 2.4. I chose the NPR ""This I Believe"" recording for my students instead of letting them select one. I did so so that I could translate the recording to Spanish for my students that are mainly newcomer students to the United States. I chose the article ""The Art of Being a Neighbor"". I selected this article because it spoke about how the American dream is a shared dream. Most of my students were born overseas into poverty and came to the United States within the past few years. I knew that my students could relate to the story of living in poverty and learning to ask their neighbors for help. The NPR article was of very high interest to my students and they enjoyed being able to read it in both English and Spanish. The students were able to pinpoint how the lade, Eve Birch, was practicing Ethics, Engagement, Excellence, Mentorship, and looking at herself in the mirror or self-analyzing. I also adapted the lesson by breaking it into several days for my students. We completed the NPR source one day for about 20-30 minutes. We wrote out short-term goals, career goals, etc., or completed the Opener on the previous day. We concluded with the ""You Be The Judge"" handout and illustrations on the final day. "

“I had to adapt the activities because 45 minutes are not enough to complete them all”

“This time I tried a shorter form of the lesson with a debate as the most effective part. I just wanted to make my students speak more rather than write and it really worked. Students got engaged, as part of a team, in discussion on enjoyment, passion and excellence at work."

“for the sake of time, I paired up students at the beginning of class and explained both the debate and the dilemma. My students are good enough to find justifications for a position, even if they do not personally believe in it. Then they broke up into pairs and worked on both the dilemma and the debate. Then we brought the class back into a group to share their experiences.”

“We have changed the sequence of the lesson first we have discussed homework and then completed C.W. worksheets ,a few hints were given in advance to students related to debate to complete the lesson on time.”

“"Due to lack of time, students work on the interview and the report back by using different layouts such as a video, a Word file with their reflections about their learning, a slide from ppt with those insights, etc. Then, we review the 3Es, and based on it, students work in groups of 4 students to answer the worksheet ""Money Matters"". First, individually, each student answers one of the 4 questions in this worksheet, writing their name at the end of their answer. Then, each team member should rotate to another different question, by reading their classmate’s answer and adding their idea, writing at the end its name too. This strategy should be repeated four times, so all team members go over each of the questions, check their classmates' ideas and write their own answers. We had to skip the debate. The exit ticket was successfully developed, although some students struggle with the differences between enjoyment of work and quality of work. This activity was developed in pairs. "

“I did not explain the Interview assignment during class because I considered I did not have time to do so. I explained it in a different moment.”

“Instead of modelling - video shown to students. Ask students -1. Think of the list of values in the Value Sort activity. What values do you think the people you saw in the video adopt to engage with their work? (Accept all answers)Then ask students to revisit the Value Sort from Lesson 1.3. They can review the list from their portfolio to recall what they have written. Ask them to look at their top 4 values . Students must choose any 1 of the top values that they feel is related to their feelings of engagement i.e. a value that helps them engage with their work.”

“We have shown them video of engaging in work of the people of a few fields for 15 minutes to make a clear understanding of the objective of the lesson .”

“"I adapted this fairly significantly and took a video of the how we ran the discussion. I am working to upload the video and hope to figure that out. The adaptation was to more actively facility discussion by using a ""microlab"". A microlab is an equity based facilitation tool where every participant is given the same amount of time to respond to the same question. I read a question, one student has a minute to respond while all others can only listen (not react), after one minute I say switch and the next student responds, until all have had a minute of time. We add one extra minute at the end to have a bit more free form discussion before moving on to the next question. This is an effective tool for ensuring all voices participate and have equal time to share their voice. As we have had a lot of open form discussions via this course it was nice to change the format a bit."

"Choose one value from their value sort that challenges you. It could be one of their top 4 values; it could be something that doesn’t resonate for you but seems important to others; it could be something you want to care more about but find confusing. Write the value on a post-it and why it seems confusing to you. Also, Why is this value challenging for you? Describe a time when you encountered this value in your life and how you handled it. Stick it on the whiteboard. Read three post-its and write your suggestions. I made students to do skit which I know they will enjoy. "

“I made the students free write using this prompt: ""Describe a time when you were working on something that was important to you. Explain why it was important to you"" I change the language because it would give them a chance to think about engagement using different language. "

“First I discussed students' own experience as many of them do different sports or music school as extra activities, so they could identify with Mara easily, which made their performance more effective and gave better insight. Then I concentrated on the dilemma itself. Students read and discussed the dilemma from different points of view.”

“the tough love dillema reflections were very good. even after going through mara's case, students were a little upset after listening what mara's father and mother character was. overall i briefed them the cultural diffrences and how values matters and affects and they settled down.”

“"In this lesson I am quite a few adaptations. I decided to make the story of Mara the center piece of the lesson rather than homework. I built the discussions around the dilemma and added two additional questions: 1. choose one of the Mara’s values, and identify a challenge that could prevent Mara from applying it in your life. 2. Suggest a way that Mara can overcome the challenge to carrying out her value. "“

"1. I gave each student a pdf copy of the values from the value sort. The pdf came from our professional development Slack community. One of our colleagues provided it there. 2. We read the dilemma ""Tough Love"" as a class instead of reading it at home. "

"Read aloud the Scenario. I had two kids play the role of the gymnast and interviewer. We discussed the scenario and broke it down. Some students related to the divorce and how each parent was different with them They also related to pushing the boundaries of teachers and parents. Myself included. The hard work and effort at time might be tough, but the rewards are awesome. "

“"Students created a ring of responsibility for their class. Each student added one item for each ring of responsibility. Students were asked to imagine another ring of responsibility or reorganise the ring of responsibility. Students were given three options to compare the rings of responsibility as an individual activity. 1. Ring of responsibility of a child below ten years 2. Ring of responsibility of a young person about 30 years 3. Ring of responsibility of an old person around 60 years. "

“I chunked the lesson into three parts. My class completed #1 Opener and #2 The Rings of Responsibility activity worksheet on day one. Next, we journaled for #3 Discuss the Rings. My students drew the rings into their journals or portfolios. They labeled the rings and then wrote in their journals what they are responsible for in their lives. They also wrote about a time when they had to make a big decision into their journals/portfolios. Finally for #4 we created posters to represent the rings or responsibility that includes the rings and their responsibilities. In the Spanish version of the lesson, I was not able to access the 3 Es video.”

“"Yes, I did some adaptations to use the available time efficiently. These are the instructions for this lesson: 1. Choose one of the three dilemmas, which are related to one of the 3Es: “Looking Good” [Excellence], “Finding the Thread” [Engagement], and “ A Life Worth Living” [Ethics]. Read it carefully the chosen dilemma. Point out key ideas that evidence elements of the 3Es. 2. INDIVIDUAL TASK: After reading your chosen dilemma, answer worksheet 4C’s Visible Thinking Routine. Add this worksheet to your folder in Lesson 3.4 3. For the Headline activity, I created three templates, that students chose and complete. Each template shows the Headline and also the explanation. "

“"Reciprocal Teaching While implementing JIGSAW, allowed each dilemma to be briefed before they write the responsibility headline. "

“I followed the lesson 3.4 plan facilitating the Spanish version for all students. We did write a headline, but instead of simply the headline, my students wrote a mini-newspaper report about their dilemma and shared the newspaper report on paper with their classmates. My students respond better when they write on paper with an audience in mind. To be clear, my students wrote a newspaper report about their group's vignette or dilemma. We photocopied each group's news report, and then a representative from the group came to the front of the group and read the report.”

“I have used conflicts and dilemmas from the novels we are studying instead of the dilemmas in the lessons. I was struggling to fit in the lessons and my regular curriculum.”

“I did the 15 minute lesson plan and it still took around 35-40 min. The texts were rather long with introduction repeated later on. Students managed to fiscuss the dilemma, answer the questions and change groups i retell their texts to different students which made them engaged.”

“I used 15 min lesson plan again. It seems to work much better with my students. Yet I needed more time since the stories are rather long and reading them and discussing in groups took far more time that suggested. I needed 45 min to cover the unit.”

“Once again the lesson was shortened because of time constraints on our end. The discussions were good in groups, although the students in the group dealing with Ethics, had trouble relating the story to their own lives. a class discussion on this took up more time, so students did not have time to break into other groups.”

“"Students have already read the dilemma as a pre-reading activity before class. Now they discuss the dilemma from the perspective of the 3Es the dilemma is associated with using Reciprocal Teaching. Now, all students in the group will do the following - (5 min for each discussion point)* Clarify vocabulary or concepts that were difficult to understand. (Sample statements - What do you think this means?, I don't understand this word in this context...etc.)* Summarize an aspect in the dilemma that they think connects with the main 3E that the dilemma is based on. Question - Students must ask questions or doubts about text they do not understand about how it fits or connects with the 3E the dilemma is based on. Other students try to answer the questions. Predict - Students think about the main idea and the main 3E the dilemma is based on. Students will answer the question - how do you think the situation will work out keeping the main 3E in mind? This adoption made based on Reciprocal Teaching discussed in COP."“

“I cut the dillemmas into slips, attached a page for students to write down their advice for each author- it was a gallery walk, with nice chill music in the background:) - then a discussion followed on the dilemmas”

“We have applied 4 lenses' activity as a strategy for dealing with dilemmas.”

“I followed the lesson plan. For the opener, I modeled Heidi's dilemma and pretended that I was the mentor. (There is an error in the Spanish version of the lesson. It says Sarah at the bottom instead of Heidi.) I typed a Spanish worksheet for my students to take notes while discussing their dilemma and pretending to be the mentor of the protagonist. We role-played Thanh's narrative about medicine for her dog.”

“We used only 2 of the dilemmas and worked our way through them. In part this was because the classes are small and in part because of time constraints.”

“I devided the class into 3-4 people groups. Then I distributed the stories and asked them to try to discuss the problem, note down the advice and pass the story to the next group. I asked each group to deal with 5-6 stories. Then we compared the answers/advice and discussed the differences. students tried to verbalise what they took into account when deciding on advice.”

“"While writing about the three E's, we paired students and allowed them to write it individually. Instead of swapping mentors, we made the pairs present the role play to the whole class. The whole class responded to the advice - agree or disagree. Also, they suggested alternative options and why they disagree with the suggestions. "

“15 minutes plan - instead of a longer one as I am pressed for time at the end of the school year + they didn't write their reflections but had longer discussion instead”

“"I did not make any. I just had time for 1 round, therefore I omitted the question about both advice being the same or different. And when sharing the advice in the last part, I asked students to explain the dilemma first and I asked the girl with the same dilemma to share the advice she received."

“We made changes in the flow of the lesson to accommodate more discussion time.”

“Explained what is Mind Map to my students. Even I corelated Mind map with Tree Diagram( Method we use to calculate the probability of the given event).”

“I followed the lesson plan but allowed several days for my students to complete an infographic of their mission statement. We used Canva templates to design an infographic.”

“"Used a mentimeter to collate the questions What activities are most memorable to you? What stories or narrative stick with you? Also, as a plenary the whole class created a flowchart/mindmap for approaching a dilemma. "

“We followed the lesson plan. We did conclude our lesson with a group project. We wrote the concepts on stars and our strategies on fish and made a classroom display using three foam boards. The stars are what we are striving for as we move forward. The fish is symbolic of continuing to swim even if we feel like we are drowning.”